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Amber Shade: A student's finished thinking hat graphic organizer after reflecting on the Civil War video.

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Amber Shade: A student's finished thinking hat graphic organizer after reflecting on the Civil War video.

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Amber Shade: Students' actively engaged watching the Civil War video and responding to the questions on their talking hat papers.

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Amber Shade: Students' actively engaged watching the Civil War video and responding to the questions on their talking hat papers.

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Amber Shade: Students' watching a short video on the Civil War adding information to their talking hats graphic organizer.

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Amber Shade: Students' watching a short video on the Civil War adding information to their talking hats graphic organizer.

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Shade: Students used SOS strategy Talking Hats to take on different perspectives while watching a video on the Civil War. The students did fantastic with this strategy and Amber plans to use this again, paired with a graphic organizer where students recorded their perspectives.

McCaleb: Students reviewed DE Earth’s Processes video and used Padlet for the first time to write their own review questions and answer one another’s using the comment feature. The students loved using Padlet! We discussed digital citizenship and writing respectful and meaningful comments.

In Kindergarten, Asberry's students watched a DE Butterfly video and completed AEIOU. Students are now comfortable using this strategy with little guidance. This served as a scaffold for their writing prompt.

Students completed table top texting about DE global news wraps focused on terrorism. The students got into deep conversations about the circumstances surrounding these events. The graphic organizer created for table top texting helped provide structure. Find the graphic organizer attached here! Click page and open to download.

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Amber Shade Reflection 2016-1017 School Year

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Amber Shade Reflection 2016-1017 School Year

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This year has truly been a wonderful journey with Discovery Education and the variety of engaging strategies I have been introduced to. Each time I had the opportunity to plan with Kate Voss was a productive time spent planning exciting and engaging lessons that my students loved! This process has been beneficial for getting my students engaged in activities, learning SC standards in a new way, and having a variety of experiences throughout the content we learn. I am looking forward to continuing this journey and building my knowledge of strategies to expand opportunities for a different type of learning in my classroom!

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Michelle McCaleb Learning Lab Reflection - Earth's Resources Board Builders

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Michelle McCaleb Learning Lab Reflection - Earth's Resources Board Builders

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When planning for the Science Unit on earth's resources, I created a board builder that I assigned to students.  In this board, students were assigned videos to watch, things to read and/ or pictures to observe.  With a partner, students were able to work at their own pace to complete a booklet that contained several activities for them to complete.  SOS strategies that included were:  A rock or not, AEIOU strategy, Six word story, and 3 truths and a lie. Students enjoyed the activities working at their own pace. Knowledge was gained in multiple ways and students were easily assessed. This board builder assignment was given to all third graders at Fountain Inn Elementary.

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After a professional development discovery education session where the sos strategy visual walkabout was demonstrated and led by Leslie Rackley I decided to implement the sos visual walkabout to introduce our social studies westward expansion  unit with students. Pictures are below of the group's thoughts. This strategy was engaging and allowed students opportunities to work collaboratively and critically think about primary sources. The conversations students were having with each other were in depth and having group members helped them defend their answers and give evidence to explain how they were feeling and why. This was an effective and easy way to integrate social studies and ela standards.

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During our learning lab the students used a DE video about how to take care of your teeth.  The students discussed with partners ways to take care of their teeth. The students illustrated and wrote about the main idea of the video. They then broke up into groups and made Paper Slides to present the information the learned!

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Students enjoyed the learning lab and co-teaching with Kate Voss. Students were engaged throughout the lesson using the SOS "Myth Busting". Students viewed two short video segments about animal adaptations, the science unit we were finishing and reviewing for our test. Students were provided a pre-made graphic organizer with the statements already written on them, the videos were paused for students to cite their evidence for the myth busting activity. Having the pre-printed graphic organizers and statements was critical to the success of this strategy. We also created a pre-made board to access the videos easily. Students were paired up in two lines and asked to say if the statement was true or false after conferring with each other. When they were ready we said, "myth bust!" and the students held up a green or red card to signal if they were saying the statement was a myth or true. Students seemed engaged and really had good conversation about defending their answers using the cited information they heard in the video segments.

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In Mrs. Asberry's class, kindergarteners listened to a DE video about dental health and recorded the main idea during a shared writing activity. Students were then engaged in SOS Paper Slide Videos. Students answered the question "How can we keep our teeth healthy?" by drawing a visual representations and adding words to match. The teacher recorded their ideas in a Paper Slide Video format. Check out the final products coming soon!

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Students used SOS notetaking strategy AEIOU to record their thoughts and connections about the Cold War while watching a video.

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Students were assigned a Discovery Education board focused on Rocks and Minerals. Students work with a partner to access the digital stations, which they work through at their own pace.

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We co-planned the following lessons which will be co-taught during Digital Learning Labs on 2/9.

Amber Shade's Lesson Overview

Thursday, February 9th 1:10-1:45

Students will view two videos on Discovery Education about adaptations. Students will be engaged in SOS Strategy “Myth Busting.” Students are provided with four statements that can be confirmed or busted from evidence in the video. The Discovery Education board may be accessed here.

Working with partner, students are first provided with the statements and predict if the statements are true or false. The video clips are then played/paused so students can record evidence of whether the statements are confirmed as true or false. The graphic organizer may be accessed here.

Students then stand in two parallel lines and are provided with green/red squares. The person they are standing across is their partner. Students view the statements one at a time and hold up red for busted or green for confirmed. Students are called upon to provide evidence.

Michelle McCaleb's Lesson Overview

Thursday, February 9th 1:45-2:15

Students will be assigned the following Discovery Education board.

This board will prompt students to view images and videos which are paired with SOS strategies. Students will record their learning on the following graphic organizers. Students will work through these materials at their own pace over the course of a few days.

Leslie Rackley's Lesson Overview

Thursday, February 9th 12:30-1:10

Students will view a video on Discovery Education focused on the Cold War. The video will be played/paused so students can fill out an AEIOU note-taking document.

A- List adjectives to describe the Cold War

E- Imagine living during the Cold War. What emotions would you feel?

I- What is an interesting fact you learned about the Cold War?

O- Write a fact that made you say “Oh! That surprised me!”

U- Um? Write a question you have about the Cold War

Students will share their AEIOU in a small group and try to answer one another’s lingering questions. Students will share their questions with the whole group.

Rebecca Asberry's Lesson Overview

Thursday, February 9th 9:15-9:50

Students will view a video about dental health and hygiene. The video will be played and paused for comprehension questions. Students will be engaged in SOS Strategy six word story to create a six word statement answering the question “How do we keep our teeth healthy?”

Students will then work in small groups to create a Paper Slide Video. Students will be provided paper to draw a picture and write words answering the question “How do we keep our teeth healthy?” Students will be guided through the process of recording their Paper Slide Videos with a teacher. Steps of Paper Slide Video:

1. Create a stack of finished student papers

2. One student acts as “recorder” by holding the teacher ipad over the stack of papers

3. One student acts as the “paper slider” to slide the paper, ensuring one paper is displayed at a time for recording.

4. All students act as “narrators” by explaining their own paper.

5. The finished products for each group will be displayed on the SmartBoard.

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Amber Shade's Students view "Half the Story" by viewing a zoomed in portion of a picture on Discovery Education. They then fill out an O-W-I...I observe..I wonder..I infer..

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Amber Shade's Students view "Half the Story" by viewing a zoomed in portion of a picture on Discovery Education. They then fill out an O-W-I...I observe..I wonder..I infer..

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The following lesson was co-planned and co-taught in the classroom during an interactive Learning Lab experience.
Mrs. Shade:
“Conflict in the Colonies,”

There were political and economic factors leading up to the American Revolution

-Students will view an image focused on American Revolution using Half the Picture strategy.

-Students independently write OWI- Observation, Wonder Statement, Inference

-Teachers zoom out of picture to discuss observations and confirm/change inferences

-Students view a DE video on American Revolution whole group which is played/paused. At their seats, students work in a group of four to complete a placemat activity. The framing question will be written in the middle. Students work on each of the four corners to write independent connections/thoughts answering framing questions. Students then collaborate to write a group statement in the middle, using evidence from the video.

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The following lesson was co-planned and co-taught in the classroom during an interactive Learning Lab experience.
Mrs. McCaleb:
Students will view a Discovery Education board with video and images focused on identifying and measuring states of matter. Students will view an image of ice crystals zoomed in. (SOS Strategy Half the Picture) Students will make predictions of what is depicted in the image, what the state of matter is, and how the state of matter can change. Students will then view an image of food cooking over the campfire and distinguish the three states of matter.

Students watch a video and play/pause to answer comprehension questions. Students view an example of “Three Truths, One Lie” strategy using evidence from the video. Students will then create their own “Three Truths, One Lie” using their interactive notebooks. Students are paired together to guess what their partner’s lie is.

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The following lesson was co-planned and co-taught in the classroom during an interactive Learning Lab experience.

Mrs. Asberry: Students will view a DE board with various videos from different countries showing how they celebrate Christmas. Students will be engaged in SOS Strategy “Can you guess my 2-1-4?” Students will receive clues and will guess the country based on their traditions.

After viewing the videos, students will be engaged in strategy “Multiple Perspectives.” Screenshots of the videos will be taken to create a class booklet. The students will step inside the minds of the characters in the story and imagine what they are seeing and feeling. The teacher will write the students thoughts in the form of speech bubbles. The finished story will be placed in the reading center.

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The following lesson was co-planned and co-taught in the classroom during an interactive Learning Lab experience.

Mrs. Rackley: Students will be engaged in SOS Strategy “Visual Walkabout/Graffeti Walk.” Around the room images from the Great Depression/Dust Bowl are posted on chart paper. On each paper, students move with a group of four to record TCQ “Title: What would you title the photo, Connection to your Life: How would this situation make you feel? Question: Choose a person in the picture. What question would you ask this person?”

Students then do a gallery walk to view their classmates responses.

Students return to their seats and work with their groups of four. Students are provided with the correct title for each photo in envelopes. Students work together to match the title and picture. Students discuss their reasoning with the teacher.

The teacher then reviews a Discovery Education board with the images/title/descriptions provided. Students check to see if their predictions were correct. The teacher uses the zoom in feature to do a “close read” of each image.

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Table Top strategy in Mrs. Shade's classroom

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Table Top strategy in Mrs. Shade's classroom

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Look at that engagement!
-Morrison and Cacciato

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Mrs. McCaleb's 3rd graders Researching on Discovery ED while using the SOS strategy - AEIOU.

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Mrs. McCaleb's 3rd graders Researching on Discovery ED while using the SOS strategy - AEIOU.

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AEIOU strategy was used as students completed individual research on SC explorers and Native Americans.

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During writing time, we incorporated informational writing with our Social Studies unit on South Carolina Native Americans and explorers. All students had their own chrome book on their desk to do their research which generated excitement as students walked in the room after related arts. Part of our lesson was simply learning to log into Discovery Education website on their own. This was modeled on the promethean board for them to follow along. Students were able to log in and view the website. They watched a sample video together that Ms. Voss pulled up. The AEIOU strategy was introduced and gone over together. Students then had the opportunity to search for a Native American group or SC explorer to research and then complete their own AEIOU strategy as they watched the video that they pulled up. Students would pause the video to reflect and write about their findings and wonderings. I like that they were able choose their own video giving them voice and choice. :-) Unfortunately, the information on SC Native American groups and explorers was very limited. Students were able to complete the informational sheet on a Native American group. The opportunity for students for log in and exploration on their own was beneficial as was the AEIOU strategy allowing them to reflect in more meaningful ways as opposed to just writing down facts. The takeaway was to make sure and research exactly what information is in Discovery ED's data base on SC Social studies standards or any topic for that matter that is being covered. I plan to give my students more opportunities for this kind of research and exposure to Discovery ED in the future.

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I enjoyed co-teaching with Kate Voss!  My kids really enjoyed the AEIOU strategy.  This was done with a very short video, but the students gained knowledge and meaning by stopping and pausing to identify the parts of the strategy.  It allowed me to use a video in the classroom as an activating strategy, but it was interactive with the kids.

For the myth busters strategy, the students were able to share the knowledge they gained by a quick assessment. They were able to work with a partner and determine if the fact was true or false. I could use this strategy with any subject to review and quickly assess if the students were able to take away the knowledge or skill I was teaching in the lesson.

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Mrs. Asberry's Kindergarten Students try AEIOU Strategy 10/24 

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Mrs. Asberry's Kindergarten Students try AEIOU Strategy 10/24 

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Students in Mrs. Asberry's class listened to a Discovery Education video about bats. The video was played/paused so students could share their ideas using the AEIOU guide.

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Mrs. Asberry's kindergarten students tried Myth Busting!

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Mrs. Asberry's kindergarten students tried Myth Busting!

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After watching the DE video using AEIOU strategy, Mrs. Asberry read a series of statements about bats. Students had to consider if the statements were true or false based on evidence from the video. Students stood in two parallel lines facing a partner. After considering the statement, the pairs agreed to hold up a green bat if it was true and a red bat if it was false.

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Today, Ms. Voss and I co-taught using the SOS Table Top Texting. I really enjoyed using this strategy with a Social Studies lesson. We have been covering the Industrial Revolution in class, and today we watched a video from Discovery Education covering the Triangle Shirtwaist Company Fire. The students were given a graphic organizer where they were instructed to write a deeper level question that could be answered from watching the video. Approximately every 60 seconds, we would pause the video and allow the students time to develop and record their questions on the graphic organizer. Next the students would trade papers and try to answer the question below. I really liked this strategy because it forced the students to pay attention to the video in order to as and answer questions. We were able to have a deeper level conversation as a result of their deeper level questions and thoughts. This is a strategy I will continue using in the classroom, for sure!
https://gtm-media-3.discoveryeducation.com//v3.3/PDF/SOS_19_Table_Top_Texting.pdf

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I enjoyed co-teaching with Ms. Voss today and using the SOS "blurt out". Students are currently reviewing fraction concepts in math to prepare for a test this week. Students have learned how to add and subtract fractions with like denominators, compose and decompose fractions, and convert mixed numbers and improper fractions. Students watched a video on Discovery Education reviewing how to add and subtract fractions with like denominators. During the video, students were asked to watch and not write. The video was paused periodically to ask questions and allow students to interact and answer posed questions that helped guide student understanding. For example, 4/5 + 3/5 = 7/5 it is important for students to understand that the denominator will remain a 5 and that this is called a like denominator. The video provided a quick way to review and also modeled examples of addition and subtraction equations so students could use this to help them with their next task. The video was paused on an example for students to use as a reference point. Students were provided an index card and asked to write their own addition or subtraction fraction problem on the index card with no answer. The index cards were collected and used to play a whole group game called "blurt out" (see the attachment below). Students were split into two teams and one at a time a student from each team came to the front of the room. Using the index card questions that the students just created, students were asked the addition or subtraction question and whichever student blurted out the correct answer first that team got a point! Students had to wait until Ms. Voss shouted out "blurt out" before they could answer. The game was played until each student had a chance to participate. This was a great review game and the students had a blast doing it! I enjoyed that the students were responsible for creating their own questions, this showed me which students understood and what students are still struggling with adding and subtracting fractions with like denominators. This game and activity was student-centered and gave students the opportunity to showcase their knowledge and have fun while doing so! I believe this strategy is one that would be beneficial in a variety of content areas.
Video Link: https://app.discoveryeducation.com/learn/videos/bdfb91c4-79e8-4cfd-b8d5-d32369fca081?hasLocalHost=false

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Mrs. Rackley's Students Use Table Top Texting Strategy 

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Mrs. Rackley's Students Use Table Top Texting Strategy 

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Mrs. Rackley's students use Discovery Education table top texting strategy. Students watched a video which was played and paused. At each pause point, students used a graphic organizer with speech bubbles to write a question that could be answered from evidence from the video. Students passed the paper to a classmate who answered the question. At the next pause point the process continued to create a "Table Top Texting" experience.
Here are the students reflections:
"It helped us learn because other people were answering our questions and it helped us socialize and learn about Social Studies."
"It shows that we were listening because if you can answer the question it proves you learned something about it."
"Now we have an activity that we can learn without talking."
"It helps us learn because if you don't listen to the video, you can't answer the questions,"
"I liked how the video showed older pictures and helped us recognize what happened in history."

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I am looking forward to using Discovery Ed strategies in my classroom.  The AEIOU strategy will be used to assist with students' informational writing when Kate comes to the classroom later in October.  This will give me good insight on how students are able to research and share what they have learned.

Meanwhile in the classroom, I have explored many  Discovery ED resources.  I have utilized and shared with my grade level an interactive game on  that reviewed and reinforced Science standards demonstrating an understanding on conductors and insulators.

I also hope to implement some new station based lessons utilizing the TPACK framework that we learned about in Discovery ED. Stations have been used in my classroom.  I look forward to adding some new ideas weaving technology in with what is already taking place.

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I used a living and non-living board during our Science lesson.  The students enjoyed watching the brief videos and having time to reflect!  The board allowed me as the teacher to have all the resources needed for the lesson on one page. I also used the Farm virtual field trip to enhance our Farm unit. I plan to use many boards to help teach my content, especially in the social sciences.  I also used the SOS strategy of half the story for an activating strategy!

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I really enjoyed co-teaching, and strategy planning with Ms. Voss this past week. It was great to see all students engaged in learning and really excited about our reading block. Every student wanted to participate, I think this is because the activities we introduced were high interest and had students participating rather than just listening to a read aloud and turning to talk. Students got to move around the room, as well as work in groups. I think reading has the stigma connected to it that all students can do during this block is read, the SOS strategies that we used kept the focus on the reading "I can" but also did not require students to only read. I am excited to continue using these strategies in my class and to get students more engaged and interested in reading. I know I have to provide a 40-minute time frame where students are independently reading and I am meeting with guided reading groups, however, I will incorporate these and other strategies as I can to keep things exciting!

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Students in Amber Shade's class use Discovery Education SOS Strategy AEIOU to take notes 9/21/16 

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Students in Amber Shade's class use Discovery Education SOS Strategy AEIOU to take notes 9/21/16 

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See the lesson description below!

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Students in Amber Shade's class are engaged in SOS strategy "Snow Ball Fight." They are waiting quietly for the signal to throw their "snowballs."

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Students in Amber Shade's class are engaged in SOS strategy "Snow Ball Fight." They are waiting quietly for the signal to throw their "snowballs."

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See lesson description below!

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Students in Amber Shade's class reading their new "snowball" and sharing in a small group to determine their favorite. 

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Students in Amber Shade's class reading their new "snowball" and sharing in a small group to determine their favorite. 

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See lesson description below!

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Students in Amber Shade's class hit the bulls eye with their snowballs. After AEIOU note taking and sharing their snowballs, the students determined the theme of the story was "You need to believe to achieve!"

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Students in Amber Shade's class hit the bulls eye with their snowballs. After AEIOU note taking and sharing their snowballs, the students determined the theme of the story was "You need to believe to achieve!"

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See lesson description below!

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Amber Shade's Co-Teaching Lesson- 9/21, Kate Voss 

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Amber Shade's Co-Teaching Lesson- 9/21, Kate Voss 

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I enjoyed co-planning with each of you today! Check out our Google doc to view the plans for Day 3 of coaching.
I wanted to share the lesson I co-taught this morning with Amber Shade. Students were engaged in SOS strategies "AEIOU" and "snowball fight."
Students listened to an interactive story, while Ms. Shade played/paused to allow for connections and note taking. The focus skill was interpreting the theme of the story.
Students then took notes using AEIOU. "Adjective, emotion, interesting fact, oh! That surprised me, Um? I have a question I would ask one of the characters." After discussing their notes with their small group, they used their note taking guide to determine the overall theme, or lesson learned.
This was written on a post-it. Students crumpled their post-it's and threw them to the center of the room. Each table was called to pick up a post-it and share it with their table group. Each table chose one which they felt most represented the theme.
Students then placed these on the theme bulls eye and we determined as a class which theme came closest to the "Bulls eye" or heart of the story.
Check out pictures above!

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I enjoyed meeting each of you today during our first coaching session. We discussed the following strategies or tools that can be implemented in your classrooms to increase active engagement. Please see the attachments below of the Discovery Education SOS strategies we discussed! After trying these in your classrooms, please post a reflection.
Amber Shade: SOS Strategies 6 Word Story, Three Truths and One Lie, Can You Guess My 2-1-4?
Michelle McCaleb: SOS Strategy AEIOU note taking guide
Rebecca Asberry: Discovery Education video and boards focused on the alphabet, SOS strategy: Half the Story to introduce topic, and using http://exchange.smarttech.com for interactive Smart Board CVC matching
Leslie Rackley: Digital inquiry based responses via polleverywhere.com